Knowledge, Teacher’s Learners’ Instructional Assessment Time

Topics Intended Learning Activities Activities Materials Tasks Allotment

Competence understanding, and
Outcomes (ILO)
proficiency
A1-A3  In this beginning Topic 1 Students are expected to  Discussion Inspect mass  PowerPoint 3 hrs/week
section, students will know the ideal gas equation, spectra of some Presentation
B1-B8 revisit some of the Atoms, which describes the pressure,  Learning elements.
concepts learnt in the Molecules and volume and temperature Facilitation  Textbook
S4-5 curriculum. Stoichiometry relationship of gases. Determine the molar
However, knowledge of the  Designing of mass of a volatile
 Help students The atomic kinetic theory of gases and varied liquid.
recognize the structure the non-ideal behaviour of conventional
limitations of real gases are not required. technologies Perform titrations
conventional The mole concept involving acid-base
techniques and hence  Documentation reactions, redox
appreciate the Relative isotopic, of activities reactions or other
importance of physical atomic and  Designing of changes to
methods in chemical molecular masses varied illustrate concepts
analysis. conventional related to
Empirical and technologies stoichiometry.
 can help students molecular
reinforce their concepts formulae  Critiquing of
learnt in quantitative student
chemistry Chemical performance
equation and
stoichiometry  collaborative
learning
 Collaborative/co
operative
learning
A1-A3  Students should Topic 2 Students should appreciate  Discussion Observe emission  PowerPoint 3 hrs/week
recognize that the the variation of atomic spectra through a Presentation
B1-B8 contemporary models The Electronic properties of elements across  Learning spectroscope or
of atoms are by far the Structure of a period and descending a Facilitation study emission  Textbook
best representations of Atoms and the group. They should also be spectra of
atomic structures. Periodic Table able to predict properties of  Designing of elements.  Prepared Lesson
 They should know that an unknown element with varied Plans
all scientific theories do Atomic emission reference to its position in the conventional Read article or write
have their limitations spectrum Periodic Table. As topics 2.5 technologies essay on the Other resources
and are ever evolving. and 7.1 are linked, students development of
 help students realise Electronic may need to refer the two  Documentation the various
the importance of structure: topics from time to time to of activities models of atom to
creative thinking and electron shell build up a clear picture about  Designing of appreciate the
logical deduction in the and subshell atomic properties and the varied evolutionary
 study of science. Periodic Table. conventional nature of science.
Atomic orbital technologies
Detect the presence
Electronic  Critiquing of of elements in a
configuration student sample by flame
performance test.
The Periodic
Table and  collaborative
atomic learning
properties of  Collaborative/co
elements operative
learning

A1-A3  help students better Topic 3 Although energetics can  Discussion Search and present  PowerPoint 3 hrs/week
understand the provide us important information about Presentation
B1-B8 concepts of energetics. Energetics information about the stability  Learning the use of
of compounds and account Facilitation chemical energy  Textbook
Energy changes in for most of the reactions in daily life.
chemical reactions encounter in secondary  Designing of  Prepared Lesson
school chemistry, students varied Determine the Plans
Standard enthalpy should also realize the effect conventional enthalpy changes
changes of entropy on the spontaneity technologies of neutralization, Other resources
of a reaction. The driving solution or
Hess's law force of a reaction is in fact a  Documentation combustion.
balance between enthalpy of activities
Spontaneity of and entropy changes.  Designing of Determine the
changes Calculations involving entropy varied enthalpy change
and free energy are not conventional of formation of
required. technologies metal oxides,
metal carbonates
 Critiquing of or the enthalpy
student change of
performance hydration of
metal salts.
 collaborative
learning
Show the
 Collaborative/co
spontaneity of
operative
learning endothermic
changes.

Rationalise the
spontaneity of
 changes with
examples such as
(a) the dissolution
of NH4Cl(s)
(b) the dissolution
of PbCl2(s)

A1-A3 use periodic trends and Topic 4 Students may have  Discussion Display/Build  PowerPoint 3 hrs/week
electronegativity to predict recognized the regular models of metallic Presentation
B1-B8 bond types Bonding and arrangement of particles in  Learning crystals.
Structure crystalline solids. Building Facilitation  Textbook
compare and contrast models and learning with the Search and present
different types of bonding The nature of use of appropriate chemical  Designing of information about  Prepared Lesson
forces holding software can help students varied the properties and Plans
compare bond strength atoms together visualize how particles are conventional uses of alloys
with ionic sizes of arranged in solids. technologies Other resources
elements on the periodic Metallic bonding Display/Build
table Students will also study  Documentation models of simple
Metallic crystals chemical bonds with of activities molecules.
relate the enthalpy intermediate bond type. This  Designing of
dissociation of ionic Alloys helps to broaden their varied Display models of iodine, carbon
bonding to bond strength understanding of chemical conventional dioxide and
Ionic bonding bonding to bonds which are technologies Buckminster
draw Lewis structures for not purely ionic or purely Fullerene.
various atoms, ions, and Energetics of covalent. Studying the  Critiquing of
molecules formation of ionic pressure-temperature student Search and present
compounds diagrams of water and performance information about
draw resonance structures carbon dioxide can help the discovery and
for various molecules students understand the  collaborative applications of
change of phases in relation learning Fullerenes.
use formal charges to to the intermolecular forces
 Collaborative/co
determine the most likely and kinetic energy of
operative
resonance structure molecules.
learning
compare oxidation
numbers and formal
charges for atoms in a
molecule

relate electronegativity
values to bond polarity
 Compare and contrast
bond distance and bond
energy for single and
multiple bonds.

A1-A3 describe the collision Topic 5 In this section, students will  Discussion Design and perform PowerPoint 3 hrs/week
theory and the learn different methods experiments to Presentation
B1-B8 requirements for an Chemical commonly used in following  Learning investigate factors
effective collision Kinetics the progress of a reaction and Facilitation affecting reaction  Textbook
how rate equations can be rate.
list factors that effect the Rate of chemical obtained from experimental  Designing of  Prepared Lesson
rate of a reaction Reaction results. With the use of more varied Determine the Plans
sophisticated instruments conventional order of a reaction.
use experimental data to Factors such as data-loggers, technologies Other resources
determine the rate law influencing practical work can be Determine the
and rate order of a reaction rate performed more effectively  Documentation activation energy
reaction and to predict a and yield better results. of activities of a reaction.
reaction mechanism Rate equation and  Designing of
order of reaction Students should know that varied Investigate the
interpret graphs of rate equations are based on conventional catalytic effect of
endothermic and Arrhenius experimental results, while technologies
exothermic reactions equation reaction mechanisms are
identifying the activation suggested pathways of  Critiquing of
energy, The interpretation reactions. The simple student
enthalpies, and the of reaction rate at collision theory provides an performance
reaction course with and molecular level explanation for single-step
without catalyst gaseous reactions in terms of  collaborative
collision between molecules. learning
determine a zero, first or The transition state theory  Collaborative/co
second order reaction describes how reacting operative
from graphical analysis of species react to give the learning
concentration vs. transition state and then the
time plots products. The use of
computer simulation can help
students better understand
how a reaction proceeds.
explain the role of a
catalyst in a reaction and
distinguish between
homogeneous and
heterogeneous catalysts

predict how temperature

 and concentration affect
the rate of a reaction over
time

use data to calculate the

half-life of a reaction

generally describe the

meaning and use of the
Arrhenius equation and be
able to solve

 problems involving
activation energy and
the Arrhenius equation
A1-A3 discuss the concept of Topic 6 The concept of a state of  Discussion Determine the  PowerPoint 3 hrs/week
equilibrium equilibrium is fundamental in solubility product of Presentation
B1-B8 Chemical chemistry. Students should  Learning a sparingly soluble
write the equilibrium Equilibrium appreciate the dynamic Facilitation electrolyte.  Textbook
expression for a given nature of chemical
equilibrium system in Dynamic equilibrium, in particular the  Designing of Investigate the  Prepared Lesson
terms of concentrations or equilibrium constancy of intensive varied e.m.f. of some Plans
pressures properties and the shifting of conventional Electrochemical
Ionic equilibrium equilibrium position when a technologies cells. Other resources
calculate values for any of system at equilibrium is
the equilibrium constants Buffer subjected to change. It is  Documentation Test predictions
therefore important to control of activities about the feasibility
given Kc or Kp, calculate Redox Equilibrium variables such as pressure,  Designing of of redox reactions.
the equilibrium concentration and varied
concentrations for the temperature in an industrial conventional Investigate the
species in the system process so that the optimal technologies effect of changes
reaction conditions can be in ionic
established.  Critiquing of concentration
predict the changes in student on the e.m.f.
equilibrium that will occur The equilibrium law provides performance of a cell.
when various stresses are a quantitative relationship of
placed on the the concentrations of the  collaborative
system (Le Chatelier’s reactants and products in learning concentration on the e.m.f. of a cell.
Principle): concentration system at equilibrium.  Collaborative/co
change, temperature Students should know the operative
change, pressure equilibrium constants, Kc and learning
change, and addition of a Kp. They should learn the
catalyst application of the equilibrium
law to some systems
 calculate pH, pOH, pK, including the partition of a
Ka, Kb, ionization solute between two
constant, percent immiscible liquids, acids and
ionization, Ksp bases as well as saturated
solutions of sparingly soluble
use the reaction quotient, electrolytes.
Q, to determine the initial
direction of a reaction As an acid-base reaction
needed to establish involves the transfer of
equilibrium protons from an acid to a
base, a redox reaction
write the Kw expression involves the transfer of
for water electrons from a reducing
agent to an oxidising agent.
explain the common ion Students should appreciate
effect that the likely direction of a
redox reaction can be
predicted by comparing the
reduction potentials of the
half-cells involved.

The concept of chemical

equilibrium finds a number of
applications in daily life.
Information search and
extensive reading of related
topics can help students
better build up their
understanding of the
concepts involved as well as
the relationship of the
different types of equilibrium.
A1-A3 interpret trends within the Topic 7 Through the study of this  Discussion  Investigate the 3 hrs/week
periodic table in terms of: section, students can develop properties of the
B1-B8 atomic radii, ionization Periodic an understanding about the  Learning oxides of the
energy, electron Properties of the importance of the Periodic Facilitation Period 3
affinity, and ionic radii Elements in the Table in chemistry. elements.
Periodic Table Knowledge and concepts  Designing of 
distinguish between meals about the periodic trends of varied  Discussion
and nonmetals and Periodic variation physical properties of some conventional
semimetals in physical elements and periodic technologies  Simulation
properties of the relationship of properties of
describe how effective elements H to Ar selected oxides are required.  Documentation
nuclear charge varies with of activities
 position on the periodic Periodic  Designing of
table relationship varied
among the oxides conventional
of the elements Li technologies
compare the relative to Cl
energies of atomic energy  Critiquing of
levels and of sublevels student
performance

 collaborative
learning
 Collaborative/co
operative
learning
A1-A3 classify matter according Topic 8 Organic chemistry is a very  Discussion Display/Build  PowerPoint 3 hrs/week
to a classification scheme important branch of chemistry models of some Presentation
B1-B8 among the properties of Fundamentals of as judged from the  Learning hydrocarbon
homogeneous, Organic uniqueness of carbon and Facilitation molecules like  Textbook
heterogeneous, pure Chemistry iniquitousness of organic simple alkanes,
substance, mixture, compounds. After studying  Designing of simple alkenes and  Prepared Lesson
solution, element and Bonding and this section, students should varied benzene. Plans
compound structure have a basic understanding conventional
of organic chemistry. technologies Other resources
understand the difference Functional groups Together with the basic Compare the
between measured and homologous concepts and knowledge  Documentation enthalpy changes
numbers and exact series acquired in previous learning, of activities of
numbers and that students can build up  Designing of hydrogenation and
uncertainties always exist concepts related to the varied combustion of
in measured numbers Systematic bonding and structural conventional benzene and
nomenclature characteristics of some technologies cyclohexene.
solve problems using common organic compounds.
various units of Isomerism However, a study of  Critiquing of Display/Build
measurement including conformations in molecules is student models of
those with length, mass, Organic acids and not expected. Furthermore, performance compounds with
temperature, volume, and organic bases students are expected to be different functional
density able to use systematic names  collaborative groups.
Reaction and common trivial names of learning
distinguish between mechanism organic compounds to Compare physical
 Collaborative/co
accuracy and precision in communicate knowledge and properties of the
operative
measurements understanding in study and in following
learning
daily life. Lastly, students compounds:
solve problems using the should develop some propane, butanes,
metric system and fundamental concepts pentanes,
dimensional analysis and required for comprehending methoxymethane,
 proper significant organic reactions methoxyethane,
figures ethoxyethane,
ethanol, propan-1-
ol and butan-1-ol.
name common polyatomic
ions given the formulas Search trivial
and vice versa names of common
organic compounds

Display/Build
models of but-2-
enes. Compare the
properties of cis-
and trans-
butenedioic acids.

Illustrate optical
activity using
crossed polaroids
or a polarimeter.
Study three-
dimensional
models of
compounds with
chiral carbons.
Search and present
information on
‘chiral drugs’.

A1-A3 Effect of structure on Topic 9 One of the contributions of  Discussion Watch video on  PowerPoint 3 hrs/week
properties such as chemists to our society is to fabrication of Presentation
B1-B8 density, hardness, rigidity, Chemistry in synthesise a range of very  Learning plastics.
elasticity and Action useful materials like plastics. Facilitation Discuss the  Textbook
biodegradability Polymers Chemists also play an impacts of the
indispensable role in the  Designing of development of  Prepared Lesson
Exemplified by proteins, Naturally development of new drugs for varied polymers on our Plans
polysaccharides and DNA. occurring the well-being of humans. conventional society.
Proteins as polymers Students are expected to technologies Other resources
macromolecules made up view structures of some Discuss
of amino acids via peptide Synthetic common drugs, but recitation  Documentation physiological action and
linkages. polymers of the structures of common of activities psychological
drugs is not required. A study  Designing of effect of common
Condensation Drugs of the science of polymers varied narcotic and
polymerisation. Formation and the active ingredients of conventional stimulant drugs like morphine,
 and uses of polyamides Green Chemistry some commonly used drugs technologies codeine, heroin,
and polyesters as facilitates students to develop cannabis, lysergic
exemplified by nylon, a better understanding of the  Critiquing of acid diethylamide
Kevlar, Dacron and urea- relation of science, student (LSD), Ecstasy
methanal. technology, society and performance and ketamine.
environment. Finally, students
Key stages of drug are expected to have an  collaborative Discuss the pros
development as appreciation of the role of learning and cons on using
exemplified by the chemistry on the sustainable  Collaborative/co drugs.
development of aspirin development through the operative
and cis-platin study of concepts and learning
applications related to green
Principles of green chemistry.
chemistry for promoting
sustainable development.

Instructional Materials/
Textbooks :

Text: Chemistry: The Central Science 10th edition Brown, LeMay, Bursten

Lab Manual: Laboratory Experiments Chemistry The Central Science 10th ed. Nelson, Kemp

Laboratory Notebook quad ruled

A graphing calculator will be extremely useful however not required

Criteria for Grading :

A. Performance (80%)
1. Knowledge
a. Quizzes / Unit Tests – 30%
b. Mid-term / End-term Examinations – 20%
c. Participation in class deliberations – 10%
 2. Skills – 10%
a. Graded Discussion / Extemporaneous Discussion

3. Attitude / Attendance – 10%

a. Attendance/Regularity/Promptness
b. Involvement / Commitment
c. Attitude / Conduct

B. Requirement/Project/Output -20%
a. Term Paper / Project / Portfolio

Course Requirements :

 Textbook
 Class attendance at every session and full participation
 Satisfactory completion of five examinations, (including the Mid-Term and Final Exam), quizzes, and assignments
 Submission of a Unit Plan in elementary science
 Submission of 6 Lesson Plans in elementary science
 In-Class Presentation
 Science project presentation